AFinLAn vuosikirja 2019-07-12T09:05:17+03:00 AFinLAn vuosikirjan toimitus / Editors of AFinLA Yearbook Open Journal Systems <p>Suomen soveltavan kielitieteen yhdistyksen (AFinLA) julkaisuja</p> <p>Publications de l'Association Finlandaise de Linguistique Appliquée (AFinLA)</p> <p>&nbsp;</p> <p>AFinLAn vuosikirja on&nbsp;29.2.2016 alkaen ottanut käyttöön Tieteellisten seurain valtuuskunnan vertaisarviointitunnuksen ja sitoutunut noudattamaan sen käytölle asetettuja ehtoja (ks.&nbsp;<a href="" target="_blank" rel="noopener"></a>). Tunnus merkitään myöntöpäivämäärän jälkeen julkaistuihin kokoomateoksiin sekä niihin sisältyviin artikkeleihin. Muutos ei vaikuta aiempiin julkaisuihin; ne on vertaisarvioitu samoja kriteerejä ja periaatteita noudattaen.&nbsp;</p> <p><img src="/public/site/images/jjalkanen/VA_tunnus_tekstein_pieni.png" alt=""></p> Esipuhe 2018-11-02T15:37:12+02:00 Lotta Lehti Pauliina Peltonen Sara Routarinne Veijo Vaakanainen Ville Virsu 2018-11-02T14:56:16+02:00 Copyright (c) Uusia lukutaitoja rakentamassa 2019-07-12T09:05:17+03:00 Lotta Lehti Pauliina Peltonen Sara Routarinne Veijo Vaakanainen Ville Virsu <p><span style='margin: 0px; line-height: 115%; font-family: "Times New Roman",serif; font-size: 12pt;'>In 2017, the annual autumn symposium of the Finnish Association for Applied Linguistics (AFinLA) was organised in Turku. During the symposium, the theme of "Building new literacies" was approached from various perspectives. In this introduction to the 2018 AFinLA Yearbook, we outline three approaches to new literacies and introduce the contributions included in this volume. First, we discuss how approaches to literacy have changed over time and highlight the multifaceted nature of literacy. Second, we briefly outline some of the recent societal changes, especially digitalisation and globalisation,<span style="margin: 0px;">&nbsp; </span>that influence literacy requirements/demands. For instance, examining attitudes towards digital literacy and the use of new technologies in teaching is important both from language learners and language teachers' perspectives. Third, we present new approaches to literacy that highlight the interactional and multimodal aspects of literacy. We conclude with reflections on the theme from the perspective of transdisciplinary action research based on Daniel Perrin's essay included in the yearbook.</span></p> 2018-11-02T14:56:16+02:00 Copyright (c) Tulevaisuuden kansalaisia rakentamassa 2019-07-12T09:04:44+03:00 Suvi-Sadetta Kaarakainen Meri-Tuulia Kaarakainen <p>The concept of new literacies refers to new forms of literacy. The meaning of literacy is constantly changing as new technologies and new social practices emerge. To&nbsp;be literate in the future means being able to use a combination of new technologies and new social practices that have not yet appeared. This has important&nbsp;implications for education. In this paper, we analyse Finnish educational policy and strategy papers from 1998 to 2014 conducting textmining and traditional close&nbsp;reading. By means of lexical dispersion we separate three distinct time periods: before 2005, the years 2005–2010 and after 2010. By close reading and topic&nbsp;modeling, we examine the emergence of new literacies in our research material and how thisis related to the sociocultural contexts of each period of time.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Language teacher perceptions and practices of digital literacy in Finnish higher education 2019-07-12T09:04:08+03:00 Taina Juurakko-Paavola Heidi Rontu Michael Nelson <p>Digital literacy and digitalization have rapidly entered curriculum planning as key development targets in Finnish higher education, and consequently, also in the teaching and learning of languages and communication. For language teachers, this creates new development possibilities but also challenges, as new working methods and proficiencies need to be embraced. In this paper we focus on teacher perspectives of and practices in digital literacy and seek to identify the development needs they have and the challenges they face. Our study shows that there is a high level of interest in digital issues in language and communication teaching in Finland. Teachers are encouraged to include digital elements in their teaching. However, teachers need support and have varied needs in developing digipedagogical skills. The results of our study form the basis for a national-level strategy for furthering the digital literacy of language and communication teachers in higher education at personal, organizational and national levels.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Opetuksen ja oppimisen digiloikka kieltenopiskelijoiden silmin 2019-07-12T09:03:41+03:00 Anne Huhtala <p>This article focuses on how university language students reflect on digitalisation and their own digital skills, and what kinds of benefits and risks they see in the increasing use of digital technology in teaching and learning. The data used for this study are of two kinds: 25 students filled in a questionnaire consisting of open questions about digitalisation, and 10 students wrote an essay where they reflected on the role of digital technology in their lives. The data were analysed by using qualitative content analysis. According to the results, university students experience their digital skills as good, and rely on their ability to learn new skills when needed. They describe the role of ICT in their lives as important, but seem to use digital technology with deliberation. They see several benefits in the use of new technologies, e.g., versatility, but also many risks, including problems caused by a sedentary lifestyle.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Kulttuurienvälisen tietoisuuden ja kieliasenteiden kehittyminen CLIL-opetuksessa 2019-07-12T09:03:13+03:00 Anssi Roiha Mélodine Sommier <p>CLIL (Content and Language Integrated Learning) has been claimed to create a positive attitude towards languages and language learning in general and to raise intercultural awareness. The studies on the topics have however remained scarce. This study examines the issue from former pupils’ perspective. The 24 participants, who received English-medium CLIL during their comprehensive school in the 1990s, were interviewed in-depth and the data were analysed qualitatively. Most participants felt that CLIL had had a very positive effect on their attitudes towards English. However, many considered that CLIL had partly been detrimental to their attitudes towards and learning of other languages. The views on intercultural attitudes differed more. Some participants however considered that CLIL had raised their intercultural awareness. This case study demonstrates that CLIL can be an effective teaching approach regarding pupils’ target language and intercultural attitudes which provides implications for future CLIL education and language teaching in general.</p> <p>&nbsp;</p> 2018-11-02T14:56:16+02:00 Copyright (c) Inkeriläiset ja heidän suomen taitonsa mediassa 2019-07-12T09:02:47+03:00 Minna Martikainen <p>This is a study on Ingrians in Finnish media.&nbsp; Ingrians are ethnic Finns who have been living in Russia for many generations. In order to immigrate to Finland on the basis of Finnish origin they had to prove Finnish language skills. The Ingrians’ language exam was designed to test if the residence permit applicant is at A2 level in Finnish. In this article I analyze how Ingrians’ migration to Finland is discussed in newspapers. The focus is in beliefs: I compare the objectives set in 2003 when the exam was launched to the outcomes described in media in 2015–2017 when immigration on the basis of Ingrian background was ending. The data shows that media repeats successful stories of Ingrians’ immigration although returnees encounter challenges, too. In 14 years the agency in immigration discussion has shifted from authorities to Ingrians themselves.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Kotimaiset kielet työelämässä 2019-07-12T09:02:15+03:00 Johanna Tanner Jannika Lassus <p>This article deals with the workplace communication of bilingual Swedish-speaking Finns, the biggest linguistic minority of Finland. The article is based on a survey and focuses on the communication in the private sector. The three main questions here are: How often and in what kind of communication situations are the national languages and English used at work? How do the Swedish-speaking Finns themselves evaluate their Finnish skills in their working life? And, how do they view the language skills attained in their past education – are they transferable to the working life? The study shows that&nbsp;Swedish-speaking Finns working in the private sector need high skills of both national languages and English on a daily or weekly basis in different communication situations. It is also shown that there is a certain amount of criticism towards earlier language education concerning the&nbsp;education of the national languages.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Toimintaa lukemisen ja kirjoittamisen rajapinnalla 2019-07-12T09:01:44+03:00 Riitta Juvonen Sara Routarinne <p>This article takes a new literacy studies’ view on literacy as a socially constructed practice. In the context of environmental studies in elementary school, it looks at the development of literacy through literacy events, such as the reading of factual texts and completion of pedagogic tasks related to them (taking notes, filling in worksheets, underlining, etc.). First, a multimodal conversation analysis was applied to video-recorded data from two different fourth-grade lessons. From this, we identified a reading comprehension task that combined reading with a collaborative construction of questions about a text. This involved the students fitting their writing and editing activities to teacher-led initiation-response-evaluation (IRE) sequences, with both the teacher and students monitoring the temporal unfolding of activities. By video-shadowing selected students, we are able to show what the students take from the instruction and within which limits they make choices in their own actions. These are displayed through the use of tools and manipulation of textual objects.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Kosketuksen lukutaitoa 2019-07-12T09:01:17+03:00 Ulla Karvonen Pilvi Heinonen Liisa Tainio <p>While orienting to teacher’s activities during classroom interaction, students are often involved in parallel activities such as interacting with their peers. In this article, we analyze peer-to-peer interactions in which students make use of touching as a method for constructing a new participation framework or renewing a declining one while simultaneously displaying orientation to teacher-led activities. The data for the study consists of naturally occurring classroom interaction in lower secondary schools. As the method for analysis, we use multimodal conversation analysis. In the analysis, we describe certain types of touches that function as conventionalized means of soliciting the addressee’s attention. In addition, we show that the shape and the intensity of the touch are affected by the physical location of the participants in relation to each other as well as the additional functions of the touch, such as requesting or teasing.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Murtumakohdat S2-oppijoiden improvisaatioharjoituksissa 2019-07-12T09:00:47+03:00 Anja Keränen <p>This conversation analytic article focuses on changes in footing in improvisational conversations. The analytic focus is on the verbal and embodied means that signal a change of footing. The data consists of approximately nine hours of interaction videorecorded in the ‘language through drama’ classroom with Finnish language students in Romania during a period of three months. The analysis concentrates on three samples showing the changes in students’ gesture, gaze, body posture and other means of communication in addition to speech when returning to the improvisational role and to the frames of improvisation from their roles as students. The data show how the postures of students change during the change in footing and how the dynamism of embodied interaction changes simultaneously.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Toimijuus korkeakoulutettujen suomen oppijoiden visuaalisissa narratiiveissa 2019-07-12T09:00:21+03:00 Mia Scotson <p>This socioculturally informed study explores how highly educated Finnish language learners represent their agency in visual narratives. Learners (n=59) were asked to draw two pictures of themselves as Finnish language users and provide verbal interpretations of the drawings. The aim of using visual narratives is to reach aspects such as feelings and beliefs which might be difficult to express verbally. The data were analyzed first by using visual grammar set out by Kress and van Leeuwen (2006) and secondly by content analysis. The findings suggest that learners saw Finnish language as a tool for oral communication. However, difficulties with speaking and listening appeared to restrict learners’ agentic behaviour and manifested as a negative sense of agency. On the other hand, the findings indicate that learners had positive beliefs of their agency in the future: they saw themselves speaking fluent Finnish with other people, especially in the workplace.</p> 2018-11-02T14:56:16+02:00 Copyright (c) Making applied linguistics matter - a transdisciplinary approach 2019-07-12T08:59:54+03:00 Daniel Perrin 2018-11-02T14:56:16+02:00 Copyright (c)